The Classical Education”
January 27, 2010
In a letter written in 1814, Thomas Jefferson laments to John Adams: “Our post-revolutionary youth are born under happier stars than you and I were. They acquire all learning in their mother’s womb, and bring it into the world ready made. The information of books is no longer necessary, and all knowledge, which is not innate, is in contempt, or neglect at least.” However, while we see youth that fit this description in modern culture, there are glimpses of hope in small educational pockets throughout our community, state and nation.
The “classical education” movement is on the rise and parents are seeing the value in this model of education. Young, Christian men and women at Christiana Homeschool Academy are learning in the ways of Socrates, Plato and Aristotle and are reading and studying from the great teachers, whose voices echo in hundreds of great classic books.
A classical education is based on the original 7 Liberal Arts passed to us from Plato’s Republic through the mouth of Socrates. Those “liberal arts” include Grammar, Logic, Rhetoric, Music, Astronomy, Arithmetic and Geometry. These areas of study were not offered as seven separate subjects, but as disciplines integrated with culture which instilled core values and educated the whole person.
The founding fathers of America were educated within the realm of the “classical model”, read great books, learned Latin and Greek, and knew how to debate emphatically and eloquently. And while this type of education lost its appeal in the 1800’s, the mid 1900’s saw resurgence in the desire to seek an education from the great classics.
Dorothy Sayers, in “The Lost Tools of Learning” (printed in 1947) explains the three stages of learning. The first stage is the “grammar stage,” which is comprised of the first three of the liberal arts (grammar, logic and rhetoric). Young children learn chants, poetry, and basic tools of learning. In the second stage, the “logic” stage, the child begins to ask questions and seeks to make sense of ideas and thoughts. Finally, in the “rhetoric” stage, the child begins to communicate his own thoughts and ideas effectively in speech and writing.
The Well-Trained Mind, by Susan Wise-Bauer, has further defined the classical model of education by encouraging a chronological study of history. In addition, the various subjects and disciplines are integrated and overlapped to create an interdisciplinary learning. Wise-Bauer has also provided a much needed “road map” for home schoolers who desire to use this model of education. And today, small co-ops, families, private schools and educators are grasping hold of this model to train young minds.
Sunday, January 31, 2010
The Thomas Jefferson Education
January 26, 2010
"The boys of the rising generation are to be the men of the next, and the sole guardians of the principles we deliver over to them." --Thomas Jefferson to Samuel Knox, 1810.
The parents and tutors at Christiana Homeschool Academy take seriously the responsibility to educate our children well. What we impart to them in these short years is what they carry into the next generation. The CHA family has been considering various educational models and theories and how to incorporate these principles into the education we provide our children. The Thomas Jefferson Education, by Dr. Oliver Van DeMille is one of the tools used to shape the education at Christiana.
DeMille shares three goals in this model of education. The first is to “train” thinkers, entrepreneurs and statesmen. The second is to perpetuate freedom. The third goal in this model is to teach students how to think. The Jefferson Education purposes to use the great classics along with active mentoring, offers depth and breadth in the education, and demands quality work and a real world education. One of the keys to the effective execution of this model of education is using “classics,” which provide glaring insight into human nature. Great books, just like great art and great musical compositions, endure over time and are able to speak to and challenge countless generations. These great books teach us about human nature and force us to think while connecting us to those who share the story.
Another key component to the Jefferson Education is the expectation that good mentors will partner in the education process. Those mentors should be individuals of high moral character, who are advanced in their area of expertise, but will still use the classics to teach. This mentor will set the example of a high work ethic and will expect quality work from the student. Mentors can be parents, teachers, coaches, art and music educators. These are the individuals who are imparting to the next generation. We should all ask what it is that we are imparting to the men (and women) of the rising generation.
January 26, 2010
"The boys of the rising generation are to be the men of the next, and the sole guardians of the principles we deliver over to them." --Thomas Jefferson to Samuel Knox, 1810.
The parents and tutors at Christiana Homeschool Academy take seriously the responsibility to educate our children well. What we impart to them in these short years is what they carry into the next generation. The CHA family has been considering various educational models and theories and how to incorporate these principles into the education we provide our children. The Thomas Jefferson Education, by Dr. Oliver Van DeMille is one of the tools used to shape the education at Christiana.
DeMille shares three goals in this model of education. The first is to “train” thinkers, entrepreneurs and statesmen. The second is to perpetuate freedom. The third goal in this model is to teach students how to think. The Jefferson Education purposes to use the great classics along with active mentoring, offers depth and breadth in the education, and demands quality work and a real world education. One of the keys to the effective execution of this model of education is using “classics,” which provide glaring insight into human nature. Great books, just like great art and great musical compositions, endure over time and are able to speak to and challenge countless generations. These great books teach us about human nature and force us to think while connecting us to those who share the story.
Another key component to the Jefferson Education is the expectation that good mentors will partner in the education process. Those mentors should be individuals of high moral character, who are advanced in their area of expertise, but will still use the classics to teach. This mentor will set the example of a high work ethic and will expect quality work from the student. Mentors can be parents, teachers, coaches, art and music educators. These are the individuals who are imparting to the next generation. We should all ask what it is that we are imparting to the men (and women) of the rising generation.
Friday, January 22, 2010
“Modern Education”January 22, 2010
“Why do we do what we do?” is a commonly asked question by parents, administrators and even students at Christiana. In an effort to better understand the educational options we consider for our homeschooled students, several tutors at the academy are delving into some of these educational options.
Madeline Jones, 12th grade Great Books tutor, spoke recently about the “Modern Education.” While it is hard to affix a precise definition to the “modern education” concept, several characteristics of this educational “thought” stand out.
First, a modern education will tend toward one of the following: the student being highly trained and not having exposure to a broad educational opportunity OR just the opposite. The student could have a broad educational opportunity without the ability to delve more deeply into particular areas of interest. The first example where a student is highly trained can be seen in schools where a student must choose a particular area of focus or must declare a “major” in high school. The student may choose an engineering “focus” and then spend time in advanced science and math courses. However, the study of history, literature, language and the arts may be minimized. The second option, where the student receives a broad education, is seen in many schools today. In an effort to create a well-rounded student, the opportunity for deep study is limited because of classroom size, and curriculum restrictions. The modern education is a necessary starting point, but we should move a step further.
A highly specialized education is necessary at some point in the educational journey as is a broad understanding of many areas of study. However, in both of these options, many times the “heart” or passion of learning is missing. Aristotle sums it up nicely when he says “Educating the mind without educating the heart is no education at all.” Jones emphasizes that in any form of education, a mentor can be helpful to lead a young person in their passion. The mentor’s job is to impart instruction, ask questions and force application on a private level. Mentoring is an excellent way to benefit from any education. Whether it is a teacher, tutor, parent or pastor who takes on the role of mentor, they can provide the “heart” to the educational experience.
“Why do we do what we do?” is a commonly asked question by parents, administrators and even students at Christiana. In an effort to better understand the educational options we consider for our homeschooled students, several tutors at the academy are delving into some of these educational options.
Madeline Jones, 12th grade Great Books tutor, spoke recently about the “Modern Education.” While it is hard to affix a precise definition to the “modern education” concept, several characteristics of this educational “thought” stand out.
First, a modern education will tend toward one of the following: the student being highly trained and not having exposure to a broad educational opportunity OR just the opposite. The student could have a broad educational opportunity without the ability to delve more deeply into particular areas of interest. The first example where a student is highly trained can be seen in schools where a student must choose a particular area of focus or must declare a “major” in high school. The student may choose an engineering “focus” and then spend time in advanced science and math courses. However, the study of history, literature, language and the arts may be minimized. The second option, where the student receives a broad education, is seen in many schools today. In an effort to create a well-rounded student, the opportunity for deep study is limited because of classroom size, and curriculum restrictions. The modern education is a necessary starting point, but we should move a step further.
A highly specialized education is necessary at some point in the educational journey as is a broad understanding of many areas of study. However, in both of these options, many times the “heart” or passion of learning is missing. Aristotle sums it up nicely when he says “Educating the mind without educating the heart is no education at all.” Jones emphasizes that in any form of education, a mentor can be helpful to lead a young person in their passion. The mentor’s job is to impart instruction, ask questions and force application on a private level. Mentoring is an excellent way to benefit from any education. Whether it is a teacher, tutor, parent or pastor who takes on the role of mentor, they can provide the “heart” to the educational experience.
Monday, January 18, 2010
Why A Blog?
Well, I could say that I was inspired by the movie, Julie and Julia, or that because I ask the 7th grade class to blog each day, I thought that perhaps I should write too! However, with the web-site update, it seemed like a good opportunity to pass along tidbits of the CHA community. So, we move into the new century and a new decade, and even though the younger generation wins "hands down" when it comes to technology related tasks, even the moms and dads can use computers, websites and blogs to our advantage. There will be blogs about the CHA community, what individual classes are doing, events at CHA and more. Ideas are certainly welcome, but this will not be a forum for discussion --- just information. Besides this blog, the small articles will not be centered on my thoughts. The information is designed to help the CHA community and those interested in our programs to catch some glimpses into life at CHA and life in the homeschool world!
Well, I could say that I was inspired by the movie, Julie and Julia, or that because I ask the 7th grade class to blog each day, I thought that perhaps I should write too! However, with the web-site update, it seemed like a good opportunity to pass along tidbits of the CHA community. So, we move into the new century and a new decade, and even though the younger generation wins "hands down" when it comes to technology related tasks, even the moms and dads can use computers, websites and blogs to our advantage. There will be blogs about the CHA community, what individual classes are doing, events at CHA and more. Ideas are certainly welcome, but this will not be a forum for discussion --- just information. Besides this blog, the small articles will not be centered on my thoughts. The information is designed to help the CHA community and those interested in our programs to catch some glimpses into life at CHA and life in the homeschool world!
Learning to Be a Community
The Christiana student body pursues a high standard of academic pursuits whether on “school” days at the academy or at home doing follow-up work. But the student body and moms, dads and other siblings have the rich opportunity to learn what it means to be a community and to “do” community. First, there is a high priority to prayer. Families are regularly lifted up to the Father for illness, personal struggles, family crisis, etc. House sales, business problems and financial struggles are a part of the CHA prayer lists that are sent weekly to the CHA family. And on school days, parents can be found huddled, praying together. Students are encouraged to pray with and for each other and will often gather during the school day to lift up a particular struggle. There is great comfort in knowing that this extended family is praying. In addition, there is a helping network to provide meals in times of illness, surgery and other family crisis. People genuinely care for one another and make it a practice to “check up” on one another. The whole person is deeply cared for. This CHA community is an amazing ecumenical community where Methodists, Presbyterians, Catholics, Lutherans, Assembly of God members and others come together and pray, teach and serve one another in love. A tiny glimpse of heaven is seen each week as this rich academic community joins together!
The Christiana student body pursues a high standard of academic pursuits whether on “school” days at the academy or at home doing follow-up work. But the student body and moms, dads and other siblings have the rich opportunity to learn what it means to be a community and to “do” community. First, there is a high priority to prayer. Families are regularly lifted up to the Father for illness, personal struggles, family crisis, etc. House sales, business problems and financial struggles are a part of the CHA prayer lists that are sent weekly to the CHA family. And on school days, parents can be found huddled, praying together. Students are encouraged to pray with and for each other and will often gather during the school day to lift up a particular struggle. There is great comfort in knowing that this extended family is praying. In addition, there is a helping network to provide meals in times of illness, surgery and other family crisis. People genuinely care for one another and make it a practice to “check up” on one another. The whole person is deeply cared for. This CHA community is an amazing ecumenical community where Methodists, Presbyterians, Catholics, Lutherans, Assembly of God members and others come together and pray, teach and serve one another in love. A tiny glimpse of heaven is seen each week as this rich academic community joins together!
Sunday, January 10, 2010
Senior Class Nearing the End of Thesis
One of the highlights of a high school education at CHA is the thesis project, required of each senior at the academy. Pre-thesis work begins in the spring of the junior year with a nine week class taught by Thesis Coordinator, Amy Bittner. Students begin by considering a topic and securing a mentor who will help in the research and experimentation steps of the thesis. The 2010 senior class has been tackling music related topics, theatre/acting topics, stem cell research, the brain and memory and other pertinent topics in today’s culture.
During the summer and fall, the students are encouraged to read and research their topics and write a “Literature Review.” CHA students have been working with Carroll Community College, Hood College and other institutions of higher learning to provide materials pertinent in their research. Each senior then completes an experiment or survey that will prove/disprove their original theories. As the calendar rolled over into 2010, there was a collective “yelp” for joy as the seniors realized that much of their work was completed. The “literature reviews” are nearly done and experiments and survey results are being analyzed. The students will continue the process by preparing Power Point presentations. The work will finally be complete in March and will then be presented to the CHA community and a panel of judges.
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